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The Interplay of Standardized Tests and Incentives – An Econometric Analysis with Data from PISA 2000 and PISA 2009

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  • Christoph Helbach

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    Abstract

    Since their first implementation in 2000, the PISA studies have attracted public attention and spurred the demand for institutional changes in schooling systems. The introduction of standardized student tests and of incentives for schools and teachers are notable examples of such institutional changes. This paper examines the effects of these particular developments. Identification is based on within-country variation between PISA 2000 and PISA 2009. The results indicate that comparing schools by means of standardized student test results is a promising measure, while evaluating teachers this way decreases the overall performance of a schooling system. The discussion provides possible explanations for these ambiguous findings.

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    File URL: http://repec.rwi-essen.de/files/REP_12_356.pdf
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    Bibliographic Info

    Paper provided by Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen in its series Ruhr Economic Papers with number 0356.

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    Length: 31 pages
    Date of creation: Jul 2012
    Date of revision:
    Handle: RePEc:rwi:repape:0356

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    Keywords: Education economics; incentives; standardized tests; PISA;

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    1. Dohmen Thomas & Falk Armin, 2010. "You get what you pay for: Incentives and Selection in the Education System," Research Memorandum 011, Maastricht University, Maastricht Research School of Economics of Technology and Organization (METEOR).
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    7. Hanushek, Eric A. & Link, Susanne & Woessmann, Ludger, 2011. "Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA," IZA Discussion Papers 6185, Institute for the Study of Labor (IZA).
    8. Paul Glewwe & Nauman Ilias & Micheal Kremer, 2003. "Teacher incentives," Natural Field Experiments 00257, The Field Experiments Website.
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    10. David N. Figlio & Lawrence Kenny, 2006. "Individual Teacher Incentives And Student Performance," NBER Working Papers 12627, National Bureau of Economic Research, Inc.
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    12. Hendrik Jürges & Kerstin Schneider & Martin Senkbeil & Claus H. Carstensen, 2009. "Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy," CESifo Working Paper Series 2666, CESifo Group Munich.
    13. Brian A. Jacob & Steven D. Levitt, 2003. "Rotten Apples: An Investigation Of The Prevalence And Predictors Of Teacher Cheating," The Quarterly Journal of Economics, MIT Press, vol. 118(3), pages 843-877, August.
    14. Hanushek, Eric A., 2006. "School Resources," Handbook of the Economics of Education, Elsevier.
    15. Kerstin Schneider & Hendrik Jürges, 2008. "Central exit examinations increase performance... but take the fun out of mathematics," Schumpeter Discussion Papers sdp08001, Universitätsbibliothek Wuppertal, University Library.
    16. Kremer, Michael Robert & Miguel, Edward A. & Thorton, Rebecca L, 2004. "Incentives to Learn," Center for International and Development Economics Research, Working Paper Series qt9kc4p47q, Center for International and Development Economics Research, Institute for Business and Economic Research, UC Berkeley.
    17. Maria De Paola & Vincenzo Scoppa, 2010. "A signalling model of school grades under different evaluation systems," Journal of Economics, Springer, vol. 101(3), pages 199-212, November.
    18. Roland G. Fryer, 2011. "Financial Incentives and Student Achievement: Evidence from Randomized Trials," The Quarterly Journal of Economics, Oxford University Press, vol. 126(4), pages 1755-1798.
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